ELT Worldwide Journal of English Language Teaching最新文献

{"title":"The Effectiveness Of (Esa) Engage Study Activate Method On Student’s Speaking Ability At The Eight Grade Students Of Islamic Junior High School of Syech Abdul Qadir Al Jailani","authors":"Fifin Andika Aprilia, Ainol Ainol, Achmad Kholili","doi":"10.26858/eltww.v10i1.45515","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.45515","url":null,"abstract":"The study investigates the effectiveness of the Engage-Study-Activate (ESA) method on the speaking ability of eighth-grade students at Islamic Junior High Schools. A quasi-experimental design was employed, involving a pre-test/post-test control group design. The study took place at Mts Sirajut Thalibin Racek Junior High School, which included two classes with a total of 48 students. Class VIII A, the experimental group, consisted of 24 female students, while Class VIII B, the control group, was made up of 24 male students. In this study, data collection was conducted using observation, tests (including pre-tests and post-tests), and documentation. Descriptive statistical analysis was employed to analyze the data. The statistical analysis aimed to determine the mean, frequency, total score, standard deviation, and percentage. The pre-test values for the experimental and control classes were 57.29 and 48.33, respectively, while the post-test values were 83.96 for the experimental class and 60.00 for the control class. The average scores reveal that the experimental group, taught using the ESA method, outperformed the control group, which did not employ the ESA method. Based on data analysis and research findings, it can be concluded that the ESA method significantly improved students' speaking abilities. This is evidenced by the experimental group's average score of 76.36 compared to the control group's average score of 61.82. The mean value of the experimental group is higher than that of the control group, and the t-test value is 3.754, with a 2-tailed significance of 0.001. This suggests that the ESA method can be effectively integrated into speaking instruction in Islamic Junior High Schools to enhance students' speaking proficiency. The study's implications include the importance of adopting learner-centered approaches in language instruction to foster better communication skills in students.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EFL Students’ Translation Strategy of Narrative Text of English Language Education Study Program","authors":"Lina Anisah, La Ode Muhammad Idrus Hamid Basri","doi":"10.26858/eltww.v10i1.38323","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.38323","url":null,"abstract":"This research aimed to investigate the translation strategies employed by 5th semester students of the English Language Study Program at Sembilanbelas November Kolaka University when translating narrative texts. The authors sought to understand the students' approaches to translating these texts, as well as identify the errors they made throughout the process. By doing so, the authors hoped to provide valuable insights to students regarding the most effective translation strategies and assist them in recognizing and correcting their translation errors. A qualitative research design was utilized to examine the translation strategies of narrative texts. Data collection involved a translation test taken by 30 students, which served as the foundation for the authors' analysis. Based on the findings, the authors concluded that the students mainly implemented three translation strategies to translate narrative texts. The first strategy was literal translation which was used 84% of the time. Literal translation strategy means that the translators translate texts as is. The second strategy that was linguistic amplification. It was used 2.41% of the time. Linguistic amplification is a translation strategy where translators add more details into the TL. The third strategy that was used was generalization at 2.29%. Using this strategy means that the translators decide to use the general term of a word instead of translating it specifically based on the SL. The authors also found out that the most common errors that the students made while translating the texts they were given was incorrect word errors. In other words, the students incorrectly translated the words from the SL to the TL which may cause confusion for the readers. By doing this research it is expected become an insight about language teaching especially on the translation related to translation strategi that used to translate. The appropriate implementation of translation method in translating process will produce accurate translation. The findings of this study underscore the importance of providing targeted instruction on translation strategies for EFL students. By doing so, educators can help students develop the skills and knowledge necessary to produce high-quality translations that effectively convey the meaning and nuances of the source text.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Code Switching Used by Certified and Non-Certified English Teachers","authors":"Selvianillah Azis, Asfah Rahman, Murni Mahmud","doi":"10.26858/eltww.v10i1.45550","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.45550","url":null,"abstract":"This research conducted to analyzed the code switching used by certified and non-certified teachers. The researcher applied the qualitative method. The subject of this research was certified and non-certified English teachers at Senior High School 1, 7, and 13 Bone consisted in 2 teachers that were certified and 2 teachers that were non-certified. The data were collected through audio recording, observation checklist, and interviews to find out type of code switching used by teachers, factor of code switching used by teachers, and certified and non-certified English teacher perception of code switching used. The result of this research that there were five types of code switching used by certified teacher in the classroom. They were inter-sentential, intra-sentential, metaphorical, emblematic and establishing continuity switching. Non-certified teachers also used also five types of code switching, they are inter-sentential, intra-sentential, metaphorical, tag and establishing continuity switching. The used of code switching of the teachers dominated by intra-sentential and inter-sentential switching both for certified and non-certified teachers where the usage frequency was over in certified teachers. The occurrence of code switching appears more in certified teachers. The factors of code switching used were intention of clarifying the speech content for interlocutor, repetition used for clarification, translate the unknown vocabulary and talking about particular topic. Certified English teachers perceive that the used of code switching is not directly affected by certification. However, the teacher consciously admits that it affects the teacher's performance when managing the class and in their professional appearance at school. On the other hand non-certified teacher used code switching influenced by their experiences to provide an even understanding for students and main the class situation.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital Visual Grammar Concept Map Facilitated EFL Holistic Grammar Comprehension","authors":"Jonathan Y. Chin, Ben Chang, Yen-An Shih","doi":"10.26858/eltww.v10i1.44939","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.44939","url":null,"abstract":"Form-focused deductive grammar learning approach is an effective way to facilitate language learners to memorize atomistic grammatical rules. However, beyond retaining isolated grammar rules, learners can benefit from using web based concept map, a visualized utility, to overlap grammar rules and achieve holistic comprehension. Therefore, this research looks into detail (total nodes, depth, and breadth) of how visual grammar concept map affects student’s examination score and aims to assist students to gain a holistic visual grammar learning through utilizing an online concept map software (CoCoing.info). One hundred and thirty-two college students were involved in this study for 18 weeks. The quantitative results revealed that students who created a more developed and holistic visual grammar concept map gained a better understanding of the grammatical rules. This was however not true for low achieving students. Therefore, more detailed analysis showed students with deeper depth and wider breadth achieved higher score. However, the high achieving students and low achieving students’ comparison study indicated that the depth of the visual grammar concept map is harder for students to construct and is a better indicator of achievement compared to breadth. The findings show that visual grammar concept map can facilitate traditional form-focused classroom.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multicultural education based instruction for mental revolution in teaching Intercultural Communication: Indonesian university students’ Perspectives","authors":"Widya Karmila Sari Achmad, Wasir Talib, M. Basri","doi":"10.26858/eltww.v8i1.22299","DOIUrl":"https://doi.org/10.26858/eltww.v8i1.22299","url":null,"abstract":"Recently conflict among university students has become common phenomenon at higher education around Indonesia. Makassar is considered one of the prone conflict areas which can destroy campus academic life as scientific institution where students are expected to be able to become more educative, more human, more democratic and more harmonious people around the society.  This study aims at exploring  the causes of the conflict happened at the university students in South Sulawesi, the efforts done by the tertiary institution in overcoming students conflict, the potential of applying multicultural  education, and finding out the model of students resolution conflict based on multicultural education approach. This research applied qualitative approach by using likert-scale questionnaire, in-depth interview and Focus Group Discussion (FGD), observation,  documentation and videoing to get data.   The obtained data are analyzed qualitatively and percentage based on the likert scale; data display, data reduction, data interpretation, and data conclusion. The result of the study demonstrated that most of the students’ conflicts are dealing with inequality, lack of intercultural understanding, and a very limited space for ethnic and individual expressions as part of academic society. This leads to potentially open a space for applying multicultural education as an alternative model for mental revolution in teaching Intercultural Communication to university students.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85368507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE USE OF DOMINO CARDS AS TEACHING MEDIA OF DESCRIPTIVE TEXT AT SMP N 6 WONOGIRI","authors":"Byantara Cantaka Mayestiendra Aji","doi":"10.26858/ELTWW.V8I1.17958","DOIUrl":"https://doi.org/10.26858/ELTWW.V8I1.17958","url":null,"abstract":"This study explains how the teachers used domino cards in teaching descriptive text at SMP 6 Wonogiri. This type of research is descriptive qualitative. The subjects of this study were teachers and students of SMP 6 Wonogiri with 2 teachers and 6 students.This study uses interview and observation techniques in data collection. The results of this study indicate that the implementation of teaching descriptive text using domino cards improved students’ vocabulary mastery, student enthusiastic in learning process and fluency in writing descriptive text.  However, there were several difficulties faced by the students as expressed by as follows: 1) the students had limited vocabulary and a tenses. 2) The students were unfamiliar with and never used domino cards before. 3) The students found it difficult to understand the instructions given. Although experiencing some difficulties, the students felt happy and enthusiastic about the domino cards as teaching media in learning descriptive texts.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"3 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83707904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers’ Readiness in Teaching English Based on Curriculum 2013 at Madrasah Tsanawiyah Negeri 1 Kolaka","authors":"Bimas Reskiawan, henny novianti idris","doi":"10.26858/ELTWW.V8I1.20288","DOIUrl":"https://doi.org/10.26858/ELTWW.V8I1.20288","url":null,"abstract":"Successful of curriculum 2013 not only on the accuracy and comprehensive design of curriculum substance, but from the principal leadership at the level of school and leadership of teachers at the level of class.The objectives of this research was to describe the teachers’ readiness in teaching English based on curriculum 2013 at Madrasah Tsanawiyah Negeri 1 Kolaka which viewed from dimension of planning, process, and evaluation. The design of the research was qualitative. When conduct the research, the researcher using two instruments in collecting the data, they are: questionnaire and interview. Subject of this research was all of the English teachers in Madrasah Tsanawiyah Negeri 1 Kolaka. This research was conducted along one week. The result of this research exposed that teachers already taught English subject based on curriculum 2013, which viewed from dimension of teaching planning, the percentage was 87,41%. Teaching process, the percentage was 80,46%. Teaching evaluation, the percentage was 83,52%.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86747770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"IMPROVING STUDENTS' SPEAKING SKILLS THROUGH SOCIODRAMATIC PLAY AT THE SECOND GRADE STUDENTS OF SMA NEGERI 2 MAMUJU","authors":"M. Taufan","doi":"10.26858/ELTWW.V7I2.9644","DOIUrl":"https://doi.org/10.26858/ELTWW.V7I2.9644","url":null,"abstract":"This study aims at finding out the effectiveness of sociodramatic play in improving students' speaking skills. This study is quantitative research with Classroom Action Research (CAR) design. Data sources of the study were the second grade students of SMAN 2 Mamuju. The participants were taken through purposive random sampling technique. Data were collected by using observation, test and questionnaire. In this study, post-test was conducted in three cycles. The results of the study show that students had made some progress during the learning process. In pre-test, most of the students were having poor speaking skills with as many as 53% participants were in this category. However, there were significant improvements toward students' speaking skills with no more students with both very poor and poor speaking skills in third cycle. From the result of the test, it can be concluded that sociodramatic play is useful to improve the students' speaking skills. In addition, most of students feel interested in and enjoy the learning process by having sociodramatic play in speaking class.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81862333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Contrastive Analysis Study Between English and Macassarese in Request Sentence","authors":"S. Sulastri, R. Sulaiman","doi":"10.26858/ELTWW.V7I2.15337","DOIUrl":"https://doi.org/10.26858/ELTWW.V7I2.15337","url":null,"abstract":"This study examines the English  and Makassar language request phrases. The imperative phrase of both languages from its form, purpose, and category in a sentence was studied in this analysis. The research used descriptive approach and contrastive analysis in terms of methods, the entire data were gathered by observing  and interviewing the native speakers of Lakiung dialects who still speak in their everyday communication. In the analysis, the writer outlined and compared the differences and similarities in request sentences, classified and explained  request sentences into subject, predicate, object and adverb. The results revealed that the request sentences in English and Macassarese have some similarities and differences were  found in form of sentences and the function of adverb. The differences between English and Macassarese  request sentence pattern, particularly on the element of predicate (P) in a sentence. While the similarity was S – P – O – K  and  S – P  construction.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89265054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LEARNING SPEAKING THROUGH COMMUNICATIVE GRAMMAR ON SYSTEMATIC FUNCTIONAL LINGUISTICS (SFL)","authors":"Edy Suseno","doi":"10.26858/ELTWW.V7I2.14488","DOIUrl":"https://doi.org/10.26858/ELTWW.V7I2.14488","url":null,"abstract":"Practicing speaking is very important for students to exchange ideas with others. Although having learned English for the years, many EFL students face problems in delivering the ideas orally. To overcome this kind of problem, an expo de facto research was conducted by observing the students’ scores in two subjects grammar and speaking. The students were in the first semester of the English education major. The research is to find out the material used in teaching grammar to develop speaking learning. To satisfy the aim of this study, the mixed-method was implemented. The data was analyzed qualitatively and confirmed quantitatively by the applying t-test.  From the analysis could be drawn that Using translation-method, podcast, noticing, and conversation in applying the communicative-grammar method enhances the students’ competence in speaking. It is very helpful for the teachers and students to implement it in learning grammar and speaking. It also provides the idea to other researchers to dig some deeper innovation in the same field.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"122 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88428942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}